Link to authentic chat samples“hmm It is very hard to chat useing English to chat for me, but it is fun!” (original spelling)-comment made by a Japanese student after using a chat for the first time (Gonzalez, D. 2003)
Does Research Back Chat?
Recent studies have shown that Information Communication Technologies such as Text Chat can create a natural context for learner independence, and a means of extending opportunities for interaction, seen as important in major theories of Second Language Acquisition(Pasfield-Neofitou, 2007). In this particular study of internet chat, Pasfield concluded that chat can provide a positive environment in which to achieve goals of socializing and language learning in an intercultural context. Interaction is an important part of developing proficiency in a second language and chatting on the internet is an opportunity to interact in the target language’ (Kitao 2008). Chat offers a chance for off-class "speaking" practice (speaking through writing), and provides students with a real purpose to use English outside the classroom( Krajka, 2001). It offers the benefits of synchronous communication in that there is a sense of immediate audience but is less confronting than voice and allows learners the support of written text. In recent research, Margalit & Sabar (2003) found that:
Most students and teachers believe it is possible to learn using chat.
They like learning via this medium.
They believe moderators are important to conduct the sessions.
Students and teachers believe chat have a positive influence on creativity, thought-generation, social relations, and learning.
Teachers place great importance on the e-moderation aspect of chat.
Characteristics of chat
The following characteristics of text chat contribute to enhanced language learning(Gonzalez, D. 2003)
Interaction with real audiences (those who listen in order to get the message and not its form).
Receive input and produce output
Immediate feedback from interlocutors.
No restrictions regarding location.
Opportunity for negotiation of meaning.
Collaborative learning towards knowledge construction.
Opportunity for intake (what the language learner retains from the input received) through “language noticing” (A hypothesis of second language acquisition which states that for language to take place, students should be aware of what they learn, vocabulary, grammar, pronunciation, etc.).
Chatlogs (written transcription of chat) allowing for further analysis of conversation and adding coherence to the different threads of the conversation.
Promotion of learner autonomy.
Teacher’s role
Teachers interested in using chat for educational purposes should know the characteristics of different chat tasks according to the objective, role of moderator, and structure of the interaction to be generated, in order to plan their activities accordingly.Gonzalez, D. 2003. Chat can be used for a variety of learning purposes
Free Topic Chat
Collaborative Task-Oriented Chat
Academic Seminars –Academic Presentation Chat
Practice Chat
Evaluation Chat
The following table elaborates on these classifications.
In addition, teachers may wish to allow students anonymity, given that research has shown that anonymity in a language learning chat room is generally supported for its role in enabling students to lower their inhibitions, be treated equally, and encourage learner responsibility. Bond, 2002
Advantages of anonymity can be
avoid losing face.
take risks - taking risks due to a loss of inhibition is considered vital in the progress of learning a language.
be in a more equal environment, where not one student will dominate.
be able to ignore the postings of particular students that they do not connect with.
not feel the need to compete, and be free from peer pressure.
be on a more equal footing with the teacher.
Conclusion
Online chatting is not a replacement for face-to-face interactions. It is an alternative instructional method that could be used to promote oral proficiency by increasing ESL learners’ willingness to take risks through visual preparation, i.e. seeing and organizing their ideas in print and reducing their anxiety level(Compton, 2004). Chat is perceived by students, teachers and researchers alike as a motivational, fun and effective method of enhancing language learning.
Using Text Chat to Enhance Language Learning
Does Research Back Chat? | Characteristics of chat | Teacher’s role | Conclusion
(original spelling) - comment made by a Japanese student after using a chat for the first time (Gonzalez, D. 2003)
Does Research Back Chat?
Recent studies have shown that Information Communication Technologies such as Text Chat can create a natural context for learner independence, and a means of extending opportunities for interaction, seen as important in major theories of Second Language Acquisition(Pasfield-Neofitou, 2007). In this particular study of internet chat, Pasfield concluded that chat can provide a positive environment in which to achieve goals of socializing and language learning in an intercultural context. Interaction is an important part of developing proficiency in a second language and chatting on the internet is an opportunity to interact in the target language’ (Kitao 2008). Chat offers a chance for off-class "speaking" practice (speaking through writing), and provides students with a real purpose to use English outside the classroom( Krajka, 2001). It offers the benefits of synchronous communication in that there is a sense of immediate audience but is less confronting than voice and allows learners the support of written text.In recent research, Margalit & Sabar (2003) found that:
Characteristics of chat
The following characteristics of text chat contribute to enhanced language learning(Gonzalez, D. 2003)Teacher’s role
Teachers interested in using chat for educational purposes should know the characteristics of different chat tasks according to the objective, role of moderator, and structure of the interaction to be generated, in order to plan their activities accordingly. Gonzalez, D. 2003. Chat can be used for a variety of learning purposesThe following table elaborates on these classifications.
Educational Chat Classification (table)
In addition, teachers may wish to allow students anonymity, given that research has shown that anonymity in a language learning chat room is generally supported for its role in enabling students to lower their inhibitions, be treated equally, and encourage learner responsibility. Bond, 2002
Advantages of anonymity can be
Conclusion
Online chatting is not a replacement for face-to-face interactions. It is an alternative instructional method that could be used to promote oral proficiency by increasing ESL learners’ willingness to take risks through visual preparation, i.e. seeing and organizing their ideas in print and reducing their anxiety level(Compton, 2004). Chat is perceived by students, teachers and researchers alike as a motivational, fun and effective method of enhancing language learning.References / Bibliography
Here
Further Information and Resources
links / vidoes / other